Agriculture and the Undergraduate (1992) / Chapter Skim
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18 Integrating Agriculture into Precollege Education: Opportunities from Kindergarten to Grade 12
18 Integrating Agriculture into Precollege Education: Opportunities from Kindergarten to Grade 12
Pages 148-157
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From page 148... ...
This may be the best means for very young people to relate food systems and natural resources to human life and well-being.
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From page 149... ...
That report found that agricultural education in secondary schools usually does not extend beyond the offering of a vocational agriculture program. Vocational agriculture has had a positive effect on thousands of people students, families, and residents of the community but until recently, enrollments were largely made up of white nestles; the program contents may be outdated and uneven in quality; and as a result of funding patterns, the education may be largely restricted to vocational education.
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From page 150... ...
This is reflected in their names: college of agriculture and life sciences; college of agricultural and environmental sciences; college of agriculture, food, and natural resources; and so on. A number of colleges of agriculture are apparently making a strong move to capture the environmental bent.
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From page 151... ...
The trend probably will be to integrate the sciences from kindergarten through grade 12, and colleges of agriculture, being multidisciplinary, should be in league with that spirit. AS relevance, quality of education, and interest among teachers and students in secondary schools are directed toward agriculture and natural resources, word will spread and new linkages can be opened.
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From page 152... ...
A persisting belief among those concerned about agriculture is that we not only teach skills and technology but that a body of education about agriculture should be provided to larger numbers of precollege students. This envisions value in general knowledge about the history and current economic, social, and environmental significance of the food and fiber system (National Research Council, 1988)
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From page 153... ...
Department of Agriculture, which is supported by state departments of agriculture and the farm bureaus, has developed some very good materials and reflects diverse efforts, particularly at the lower grade levels. The California-based Life Lab program, which incorporates agriculture into core subjects such as science, has demonstrated a possible mechanism of positive intervention in the elementary school curriculum.
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From page 154... ...
In order to gain acceptance of the principle, we may well need to put aside our parochial world views of agriculture, the desire to create a populace that thinks about agriculture as we want them to, and even the wish to rescue the traditional agricultural majors in college by turning around their decreasing enrollments. The growth of agricultural education in secondary schools, the movement toward integrating agricultural examples into the essential elements of education, and the enrollment of the diversity of students in colleges of agriculture may depend on colleges of agriculture also viewing themselves in truly flexible and confidentways.
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From page 155... ...
There were more than lo,OOO science teachers at the most recent National Science Teachers Association convention in Houston, Texas. Richard Reid, from the Society of American Foresters, mentioned two successful projects for teaching young students about natural resources that also directly involve teachers.
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From page 156... ...
Paul Williams suggested joining the National Science Teachers Association and the National Association of Biology Teachers. Their journals, The Science Teacher and The American Biology Teacher, are good sources for information about programs that are already available.
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From page 157... ...
Career education must start at a young age. Paul Williams suggested that agricultural science would fit very well into the new math literacy programs for middleschool students.
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